Reflecting on Daily Life

Overview

In this lesson, students reflect on how children’s daily lives can change or stay the same over time by using a small set of “then and now” toy and photo prompts from earlier lessons in the unit Toys and Childhood Traditions. Students speak, sort, and record observations, preparing them to write a simple diary entry if they are ready.

Learning intentions

WALT: Explore what daily life was like for children in the past.

Success criteria

Students can…

• list typical daily activities children did in the past (for example: playing, learning, chores, meals, stories)
• identify at least one thing that is different “then” and “now”
• share one example of what stayed the same for children across generations
• use time words like then and now when explaining their ideas

Curriculum links

• Humanities and Social Sciences: continuity and change between aspects of children’s daily lives and their parents’ and grandparents’ childhoods
• Humanities and Social Sciences: interpret information from provided sources (such as photos and objects) by comparing past and present
• Humanities and Social Sciences: develop narratives and share observations using subject-specific terms (then/now/past/present)

Lesson structure (30 minutes)

1. 0–4 min · Hook (Activate prior learning). Teacher shows two quick picture prompts on the board: one labelled then (older children playing/learning) and one labelled now (children playing/learning). Students turn-and-talk: “What activities can you see children doing?”

2. 4–10 min · Explicit instruction (Sort and talk). Teacher models a simple sorting language routine using three activity cards: play, learn, help at home (with matching icons). Teacher thinks aloud: “In the past, children often played outdoors and learned through everyday life; today we still play and learn, but some toys and rules might be different.” Students help place one or two class examples under then or now.

3. 10–18 min · Hands-on investigation (Then/Now activity stations). Students rotate through 2 short stations (about 4 minutes each) with table groups of 6–7:

• Station A: “Toy Match” — students match 4 picture/object cards into categories: then and now (teacher supports with clear prompts).
• Station B: “Daily Life Bingo” — students place tokens on an activity grid (Play, Learn, Chores, Food, Stories) using the provided prompts, choosing whether each is then, now, or both. Teacher circulates, checking that students can name activities and use comparative time words.

4. 18–24 min · Guided class conclusion (Draw comparisons). Teacher brings the class together. Students share one “different” and one “same” using a sentence frame on the board:

• “In the past, children… (then)”
• “Today, children… (now)”
• “This is the same because…” Teacher records ideas on a two-column chart: Then / Now and underlines key activities mentioned by students.

5. 24–28 min · Assessment: quick reflection (One-minute record). Students complete a brief worksheet or card:

• Circle two activities that happened in the past (from Play/Learn/Chores/Food/Stories).
• Draw or tick one thing that changed between then and now.

6. 28–30 min · Exit check (Collect learning). Teacher asks 3 rapid questions to the whole class:

• “Name one activity from the past.”
• “Name one thing that stayed the same.”
• “Which words do we use for the past and present?”

Resources

• Then/Now picture prompts (2–3 images)
• Activity cards with icons: Play, Learn, Chores/Help, Food, Stories
• Toy or photo cards used across earlier lessons (small set)
• Station materials: sorting mats, token counters, Daily Life Bingo grids
• Sentence starters on a display board
• Student worksheet/cards for quick reflection
• Class chart paper (Then/Now)
• Timer for station rotations
• Dyslexia-friendly diary-writing template (used only if students are ready to extend today)

Assessment

• Teacher observation during station sorting: can students name activities and place them under then/now (or both)?
• Worksheet/card check: student circles/ticks correct activities and marks at least one “changed” item.
• Exit questions: quick verbal evidence of activities and at least one “same vs different” statement.

Differentiation

• Support:
• Provide sentence starters and a word bank with then, now, past, present, play, learn, help at home, stories
• Offer a smaller card set at stations (2 then/2 now) for students needing reduced choice
• Use gestures and pointing to help students match cards to columns
• Dyslexia-friendly reading options:
• Use picture-led prompts with minimal text on cards
• Provide an audio option for instructions (teacher reads aloud; students listen before choosing)
• Offer a “point and say” response where students point to the activity and teacher records the first word
• Extension (advanced learners):
• Write a simple diary entry as a child from the past (3–4 sentences), using a template with prompts and a picture plan.
• Include at least one “then” time word and one activity (play/learn/help) in their diary.

Extension (only if advanced learners finish early)

• Simple Diary Entry Template (dyslexia-friendly):
• Title: “My Day in the Past”
• Today I woke up and… (draw a picture / choose from Play/Learn/Help)
• Then I… (one action)
• After that I… (one action)
• A game I played was… (draw or list one word)
• Words to use: then, now (use then in the diary)